An evaluation of the impact of a group in-sessional EAP programme on post-graduate students of applied linguistics.
This scholarship project will evaluate the impact of the introduction of group in-sessional EAP sessions on the MA Education: Applied Linguistics. The project, which will involve full-time academic staff, Associate Lecturers and students should provide valuable information about the impact that the initiative has had in relation to performance on the modules, student perceptions of their EAP needs, how the programme has met them and their ideas about the importance of EAP in post-graduate study. The project will take a mixed-methods approach (Ivankova and Wingo, 2018) with the collection of qualitative data in the form of focus groups, interviews, surveys and written TMAs and quantitative data in the form of pass rates, submission and resubmission rates, as justified by the research questions detailed below.
LAL has two post-graduate qualifications, the MA in Translation (F79) and the MA Education: Applied Linguistics (F70). The MA Education: Applied Linguistics is a pathway on the MA Education and currently sits in ECYS, however, the approval process to move the qualification to LAL has just been completed and work on production of the new qualification (MA Linguistics) is due to start in 22J.
The PG in-sessional EAP programme was set up in response to tutor feedback, and also as a result of the factors which seem to underly resubmission. Students who resubmit experience problems not only with the module content, but also with academic English. The programme consisted of three group sessions over the 21J presentation and due to good levels of attendance (16% of the cohort) and positive feedback (100% of survey respondents said they found the sessions useful and would like to see them continue), it will be expanded in 22J to up to 8 sessions. Evaluation of this group in-sessional English provision for PG students is essential to inform not only LAL’s approach to EAP support considering the movement of this pathway from ECYS to LAL, but also the wider university approach to supporting students with academic English at PG level.
Cite items from this project
Funding
PRAXIS
Project lead(s)
Dr Samantha Austen
Team members
Dr Jo Fayram ; Dr Lilian Winkvist-Woods ; Olwyn O'Malley
Authorship group
- Academic - Central
Project reference number
PRAXIS 2022/23 05 SA
Project start date
Project end date
Project status
Completed
Institutional priority category
- Students Learning Experiences
- Achieving Study Goals
Themes
- Student Experience
- Student Satisfaction
- Student Academic Experience
- Completion of a Qualification
Subject discipline
- Languages and Applied Linguistics
Project findings and recommendations
Our project indicates that group in-sesssional EAP at Master’s level has a positive impact not only on student academic writing but also meets their need to feel part of the academic community and develop their skills through interaction with one another and the EAP tutors. The project findings support the LAL strategy for development of EAP provision across the university. n-sesssional EAP at Master’s level clearly has a positive impact not only on student academic writing but also meets individual student needs, according to their perceptions. Attempts to expand EAP provision to other Masters in Education modules have been successful; however, we recommend a wider expansion of in-sessional EAP, at both under and post graduate levels and in different modes (1:1, group) to suit the needs of specific academic student groups and programme areas. This would be in line with the WELS EDI/Accessibility plan's stated goal “to remove barriers and provide enablers so that every student has the opportunity to achieve equitable outcomes”. In addition, it aligns with the second goal of the university’s 5-year strategy: Success for our students, supporting them to achieve their goals, whoever and wherever they are, with outcomes that are equitable and open up new opportunities in life and work. 2. In conjunction with the previous recommendation, an expansion of EAP provision university-wide is in line with a developing strategy for EAP in LAL, which recommended the creation of a dedicated centre for academic English, within which all EAP provision would be based. 4. At a micro-level students commented that they wanted more scaffolded EAP content embedded in the module materials. Future EAP initiatives could focus not only the provision of group in-sessional programmes, but also on the integration of EAP content within module materials across programme areas. This might manifest as a focus in module production, much like employability and inclusion.
Keyword(s)
Student retention ; study goals ; enhance learning
